SchoolArts Magazine

MAR 2019

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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SCHOOLARTSMAGAZINE.COM 27 installation artists are Yayoi Kusama, Christo and Jeanne-Claude, and Ai Weiwei. Ask students to compare art- works created by these three artists. What do the artworks have in com- mon? How are they different? Performance Art Performance art covers a broad spectrum of approaches, but the art form tends to examine shared human needs or social concerns. Performance art can be scripted or impromptu, random or inten - tional, live or filmed, solo or col- laborative, performed indoors or o utdoors. Sometimes, performance art includes elements of poetry, music, theater, or dance. Marina Abramovic, Joseph Beuys, and Anthea Hamilton are three per - formance artists to explore. An e xample of a recent successful per- formance art piece is Anthea Hamil- ton's The Squash, p erformed at Tate Britain in 2018. Ask students to consider a theme for a performance art piece. Are cos- tumes or props needed? How will the performers interact with viewers? How will performers know if the per- formance piece is successful? 3D Printing Three-dimensional printing is an additive sculptural process that uses a digital file to produce an object with height, width, and depth. To begin, a digital design file is developed, manipulated, and then sent to a 3D printer. Desktop 3D printers melt a plastic material that follows the digi- tal file's information. After the object is printed, the artist can add surface finishes or other details. Some 3D printers are able to use materials such as metal or clay. Artists to consider I teach art education courses in the School of Art at Northern Arizona University, Flagstaff. Recently, our school introduced New Media Art as a degree plan. The New Media Art program (or Media Art) is designed to attract 21st century learners and pre- pare them for a future that requires innovation, creativity, conceptual sophistication, and skillful social engagement. As you might guess, I strongly encourage my art education students to enroll in New Media Art courses to partially fulfill their studio requirements. What Is New Media Art? Older categorical titles such as computer art, multimedia art, and interactive art suggest that content is predominately about digitization. While computers, software, printers, video, and other forms of digitization contribute to the definition of New Media Art, the concept also includes non-digital art-making. Installation, performance, and other types of non- digital art fall under the umbrella of New Media Art. Why Teach New Media Art? Like any other studio art, New Media allows students to express compelling purpose, story, emotion, and other complex ideas. Of significant impor- tance is that New Media Art has the ability to make meaningful trans- disciplinary connections. Listed here are a few kinds of New Media Art, exemplar artists, and suggestions for activities to consider: Installations Installation art generally concerns itself with social messages while often testing the limits of what can be classified as art. Some installa - tions include video projection or f ilm while others incorporate ideas of architecture, interior design, dance, or theater. Installations can be indoors or outside, temporary or permanent. There is no limit to the materials or processes that installa - tion artists can use. Among the many successful exploring are David Van Ness, Kate Blacklock, and Rob and Nick Carter. W hat are some art applications of 3D printing? What are some practical applications? Video Art Video art relies upon moving pic- tures to suggest an idea. Video art d oes not always follow a plot, nor does it typically use actors recit- ing a script. Instead, video art relies u pon an electronic signal that can be changed, augmented, or dis- torted. One of the first recognized e xamples of video art is Nam June Paik's unplanned footage of Pope Paul VI's 1965 processional in New York City. After taping the proces - sional with his analog camera, the a rtist screened his unedited video to an audience in Greenwich Vil- lage. Today, video art is much more s ophisticated and easily portable. Have students explore the types of video cameras available today. How have video cameras changed over time? How has sharing video changed? Transdisciplinarity and Our Students Addressing the natural curiosity of young learners and offering multiple ways to effectively solve real-world problems contributes to communica - tion dexterity, flexibility in think- ing, and creative problem-solving s kills. The visual arts, especially when they span across curriculum boundaries, are perfectly suited to tackle these contemporary societal and workplace requirements. There are many more New Media Art cat - egories not covered in this article. C onsider looking into New Media Art and transdisciplinarity as a method to engage and prepare your students for a global society. Pam Stephens is a SchoolArts contribut- ing editor and a professor of art education at Northern Arizona University, Flagstaff. pamela.stephens@ nau.edu W E B L I N K www.tate.org.uk/whats-on/tate-brit- ain/exhibition/squash/making-squash Pam Stephens Like an ther studio art, New Media allows students to express compelling purpose, stor , emotion, and other complex ideas.

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